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TRANSCRIPT
Go beyond Teaching with Technology
November 25th, 2019
SESSION OUTLINE
1. Teacher Competences2. The SAMR model3. SAMR examples4. SAMR activities5. SAMR Self-Assessment6. Outcomes of a well-balanced SAMR
lesson7. Conclusions
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TEACHER COMPETENCES
3Taken from https://www.schooleducationgateway.eu/en/pub/resources/tutorials/digital-competence-the-vital-.htm
THE SAMR MODEL
SAMR is a useful tool for helping teachersidentify and examine their current use of
technology in order to design purposeful and meaningful student learning experiences
using technology.
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5Taken from http://digitechdigilearn.global2.vic.edu.au/online-tools/
SUBSTITUTION AUGMENTATION
◂ The task remainsunchanged
◂ The tech tool doesnot alter the waystudents interactwith the task
Writing digitally is a substitute for physicallywriting
◂ The task remainsunchanged
◂ The tech toolsencourage the use of multimedia
With «Mindmup»students link to images, websites, videos
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MODIFICATION REDEFINITION
◂ The task is modified
◂ The tech toolfacilitatescollaboration
Google Docs allowsstudents tocollaboratively write textsin real-time
◂ The task is significantlyredesigned
◂ Technology encouragesstudents to engage in real-life problems and interact with authenticaudiences
A blog that connectsstudents with an audienceoutside of the classroom
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SAMR EXAMPLES - VOCABULARY
◂ Students use theircellphones to takepictures of specialitems.
● Students create a multimedia presentation onwhich they includethe assignedvocabulary. Instead of using photos, theycan record videos showing the target words.
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SUBSTITUTION AUGMENTATION
SAMR EXAMPLES- VOCABULARY
◂ Students annotateand label the imagesusing PicsArt, Thinglink. They share their images onPadlet (online digital wall) and commenton their partner’spictures.
◂ Students write a story withmultimedia content tointegrate the new vocabulary. Using appssuch as Book Writer orStoryKit, they can turntheir texts into e-books, which can be shared onthe class blog and social networks.
9MODIFICATION REDEFINITION
Explore location with Google Earth; seek out and include
interviews with people who have visited the location.
Create a digital travel brochure that incorporates multimedia and
student created videos.
Incorporate interactive multimedia – audio, video, hyperlinks - in
the presentation to give more depth and provide more engaging
presentation.
Use presentation software (like Power Point or Prezi) to construct
a presentation providing information about selected location.
Redefinition
Modification
Augmentation
Substitution
Students research the background to the text online and create a
digital survey that is shared through social networks. With the data
collected, an infographic or video report is prepared to show the
survey findings.
Students share their reflections about the text on a class blog and
they write comments on each others’ posts. Students later meet in
a virtual live forum to discuss and debate the content.
Find a text online to use in place of one of the texts in your course
book. Students read it and answer questions.
Some digital tools are used to mark up the text with notes,
highlight words, and use an online dictionary.
Redefinition
Modification
Substitution
Augmentation
SAMR CARD SORT ACTIVITY
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RedefinitionTechnology allows for the
creation of new tasks ,
previously inconceivable.
- How has this task been
transformed by technology?
- How has technology
amplified the teaching and
student learning for this task?
- Online collaboration
- Global audience
- Fusion of technologies
- Innovative use of technology
-Impossible to replicate
without technology
ModificationTechnology allows for
significant task redesign.
- How can technology be used
in this task in a way that
would be impossible without
technology?
- Online collaboration
- Peer feedback
- Local audience
- Combination of technologies
AugmentationTechnology acts as a
direct tool substitute with
functional improvement.
- How can this task be
transformed to make
technology an essential
component?
- Increase in efficiency
- Digital resources can be
reused
- Digital submission
SubstitutionTechnology acts as a
direct tool substitute with
no functional change.
- How can this task be
enhanced in ways that require
the use of technology?
-Technology is optional
- Task will proceed if
technology is removed
- Print and submit hard copy
Tra
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En
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tSAMR Model Guiding Questions Key Elements
WHAT’S YOUR ACTIVITY SAMR LEVEL?
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SELF-ASSESSMENT QUESTIONS
◂ How does technology contribute to my lesson plan?
◂ What will I gain by replacing the older technology with the new technology?
◂ What technology will be used to substitute the traditional tools?
◂ How will student outcomes and the learning design be enhanced byreplacing the older practices with the new technology?
◂ How has technology modified the original activity?
◂ How does technology improve the learning design and studentoutcomes?
◂ How does this activity modification depend on the new technology?
◂ How is the new task made possible by the new technology?
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OUTCOMES OF A WELL-BALANCED SAMR LESSON PLAN
◂ High level of student engagement◂ Highligths collaboration◂ Reaches global audience◂ Exercises critical thinking & creativity◂ Authentic communication purpose◂ Develops students’ autonomy
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CONCLUSIONS
◂ Effective incorporation of technology goes hand in hand with teacher training.
◂ Linguistic competence, pedagogical competence and digital competence are key teachers’ skills in Professional Development Programs.
◂ SAMR is a tool to help teachers self-assess how they are using technology to impact learning.
◂ The important concept to grasp in the SAMR model is the level of student engagement, and help them move from the consumer to the creator role.
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